6th Grade -- Character and plot development through a diversity unit

COUSINS by Virginia Hamilton

Cammy is an 11-year-old girl growing up around a large family--brother, parents, cousins, and the one she adored the most, her grandmother Tut. She loved them all but was rivals with the beautiful, smart, selfish, older cousin, Patty Ann. One day she even wished Patty Ann was dead. Then suddenly, Patty Ann drowned while helping another cousin, Elodie; and now, Cammy had guilt and remorse on her heart. Everyone in the family, especially Gram Tut, helped Cammy get through it.

More about Author, Virginia Hamilton
Virginia Hamilton has contributed substantially to the field of African American literature for children of all ages. The breadth of her work and the quality of her storytelling make her work unlike all others. Many of her works are collections of African American folktales; and her novels and unique characters explore new ground. Her biographies and non-fiction bring the famous and not so well known people of the past to life.
Ms. Hamilton always wanted to be a writer, and when she wrote her first book, Zeely, in 1967, children's literature had a strong new voice.

Content Standards
Grade Six - Writing Applications
A. Compose narratives tht establish a specific setting, plot and a consistent point of view, and develop characters by using sensory details and concrete language.
1. Write narratives that maintain a clear focus and point of view and use sensory details
and dialogue to develop plot, characters, and a specific setting.

Activities
This is a great book to use with middle school students who have learning disabilities, because it is a short, simple to read book that has strong, fully developed characters. We will do a diversity unit where each student will read a book that has a character different from himself or herself. If the student is a caucasion boy, he might read this book about an African American girl; if it's an Asian girl, she might read a book about a Jewish boy, etc. I will find books that have strong characters for my students with special needs to study. I will have my students read the fewest number of books to still get the right diversity, so we can work together as much as possible. Many of the students with learning disabilities will listen to an audio recording of their book. Sometimes the aide or I will read with the students during study skills class, mornings, or any free time they have.

For each of the books, we will discuss the characters as the students read the books. We'll talk about specific dialogue, descriptions, and events that help to develop the characters, how the characters are different from themselves, and how the author brings that out. They will write down one specific instance in each chapter where this happens. They can copy directly from the book or paraphrase.

After they've finished reading their books and have done the above activity, the students will use the information they have gained to write their own narrative, developing a character of their own who is totally different from themselves or the one in their book.

I can use information from The Literary Link (http://theliterarylink.com/questions_otherbooks.html#Cousins) to get questions and answers to study about Cousins and many other books for young people. This type of study helps me get to know a book better so I, 1) don't have to read every single book (unless I have time), and 2) have good information to pass on to the students and/or to challenge them and help them come up with the answers for themselves.

There is also a discussion guide for Cousins at http://www2.scholastic.com/browse/collateral.jsp?id=823_type=Book_typeId=2701. I would use study guides like this in much the same way as above. The more I know about the books and authors before I do an activity such as this one, the better able I am to help my students.